A SCHEME FOR PROFESSIONALS IN HIGHER EDUCATION

1. A SCHEME FOR PROFESSIONALS IN HIGHER EDUCATION Post Graduate Certificate in HE Advanced Diploma

2. Session 1 • Welcome and introductions • PGCHE - What’s in it for you? • Overview of Scheme • Questions & Answers • CPD Theme Learning Outcomes • Thinking About My Own Learning • Keeping a Reflective Journal

3. Introductions • Something you are proud of • Something you find funny about yourself • Something dark

4. time to step back from teaching role and reflect opportunity to meet and share ideas and understanding with colleagues across the university support to improve your teaching and students’ learning – time to develop yourself opportunity to publish article in incubator journal What’s in it for you?

5. Wow! -- £1000 – now I can find out how my new course went Completion of course • Gain up to 60 credits at either masters or level 3 • access to Higher Education Academy membership through accredited course • Opportunity to gain research funding -up to £1000 • Linked to reward and promotion round

6. SCHEME OVERVIEW • Engage with and support staff new to HE • Support professional development of staff in HE • Accredit Continuing Professional Development • Provide pathway to HEA membership

7. SCHEME -- 5 linked MODULES • CPD, Reflective Practice & Personal Planning • Changing Environment of HE & the Curriculum • How People Learn & Learning Theory • Curriculum Design, Implementation, Assessment & Evaluation • Learners, Learning Environments & Support

8. SCHEME PHASES • Knowledge & Understanding - general principles plus extension, application & contextualisation • Reflection & synthesis

9. PHASE 1 Knowledge and understanding – general principles. Extension; application and contextualisation PHASE 2 Assessment Portfolio: Reflection and Synthesis Modules M1 1. CPD, Reflective practice, Personal planning 2. The changing environment of Higher Education and the curriculum 10 pts M2 SYNOPTIC STATEMENT INCLUDING VALUES 3. How people learn/learning theory 10 pts M3 4. Curriculum design, implementation, assessment and evaluation 10 pts M4 5. Learners, learning environments and support 10 pts M5 Totals 40 pts 20 pts Scheme Structure: Level 3/M

10. PROGRAMME PLANNING • Negotiate intended programme of study • Complete programme planning proforma • Approvals • Regular monitoring and recording with cohort leader

11. SCHEME STAFFING • Scheme Leader

12. ASSESSMENT by PORTFOLIO • Phase 1: Evidence from workshops & study and evidence from ‘practical project work’ • Phase 2: Synthesis of all themes plus synoptic statement • Course Handbook

13. CONTACTS • Application form and all administration: Howard Leeming CNG06 Ext’n: 27578 H.leeming@leedsmet.ac.uk Tony Lawson CNG06 Ext’n: 21758 T.lawson@leedsmet.ac.uk Vicki White CNG06 Ext’n: 26519 • Course leader: Bridget Cooper CN117 Ext’n: 23584 B.Cooper@leedsmet.ac.uk

14. Remember you are officially students • Do make sure admin staff have your proper details • Do request extension/ mitigation if you need it and provide external evidence • Major events may require temporarty withdrawal • Hand in date for this group Sept 2008

15. Any questions folks?

17. Support /resources

18. HEA Higher Education Academy http://www.heacademy.ac.uk/3849.htm http://www.heacademy.ac.uk/ subject network http://www.heacademy.ac.uk/SubjectNetwork.htm supporting learning http://www.heacademy.ac.uk/44.htm Escalate --- teaching and learning http://escalate.ac.uk/

19. More support/resources • ALT - resource web-site • http://www.leedsmet.ac.uk/ALTre-source/

20. ALT - resource rooms Civic Quarter Library Room 403 - key available from the library desk Headingley Campus JGG16 - keycode available from the library desk Harrogate (Library). journals, conference proceedings and practical guides, carefully selected by teaching fellows and others

21. To achieve a pass

22. Meet the learning outcomes

23. Attend sessions Build a portfolio of evidence Read and reflect upon it Keep a Reflective Journal – (develops your thinking and makes final writing much easier) Relate new understanding to real practice Plan to address real issues in your teaching Observe and be observed Submit a plan for your own learning – have it approved - Sept -Dec Carry out your plan Write synoptic statement –submit portfolio by Sept 08

24. Theme 1CPD, reflective practice and personal planning • Look at theme 1 handbook

25. Extract from a reflective journal–teachers as moral models Models of moral ed - v interesting -Will have to go back to Kohlberg Prompts understanding of psychology eg cotswold community stuff Can we appear moral etc but underneath be damaged? Says you have to accept and challenge - zone of proximal development really. How do we know -we have to read faces /body language pick up signals about whether students are with us or not, enjoying it or struggling thinking or daydreaming - empathy with drive to extend real caring. 6/3/96

26. Skimmed through some interesting articles in Brit Journal of Ed psychology today - on motivational aspects. Children need not only self-esteem but mastery of skills to achieve success - totally agree - (me)also teachers view of attainment must be 'open' or no one can progress. To develop as people they must feel good about themselves and therefore they must gain success within the system which means differentiated work, -specific needs met etc. has to be whole school approach. Which teachers best for this - need combination of open view of attainment, value all, rigorous pushing for mastery of appropriate skills/knowledge which helps to build self-esteem-prepared to obtain, create resources on different levels at which children can work reasonably independently but with appropriate intervention of teacher. Class teaching important because level of teacher intervention is very great during question/revision/probing etc. Exploring and extending knowledge . In teacher exposition at one level can be quite inappropriate. Should I be looking at psychological tests or apptitude/psychometric tests. Skipped around yesterday when I read last section of models of moral development.

27. Use diagrams/mind maps/pictures

28. 1. INITIAL CHARACTERISTICS being accepting and open giving attention listening being interested taking a positive and affirmative approach showing enthusiasm 1. GROUP EMPATHY AND WHOLE CLASS RELATIONSHIPS The Characteristics of Empathy in Teaching and Learning 2. ENCOURAGING THE PERSPECTIVE OF THE OTHER IN GROUPS boundary setting, rules, codes control discipline fairness manners empathic structures 2. MEANS OF COMMUNICATION facial expression and interaction gestures, body language and movement height, and distance language and tone of voice FUNDAMENTALEMPATHY FUNCTIONALEMPATHY PROFOUNDEMPATHY 1. DEVELOPING POSITIVE EMOTIONS AND INTERACTIONS pleasure, happiness, fun, humour liking, loving, seeing the good mask negative emotions time-givers sole attention physical contact relaxed, comfortable, informal climate 2. UNDERSTANDING SELF, OTHERS AND EXPLAINING UNDERSTANDING self-knowledge being me, being human get inside understanding, deeper knowledge explain why 5. ACT AND TAKE RESPONSIBILITY solution-seeking persistence, self-sacrifice protect perceive more deeply 3. MENTAL GROUPINGS child-type cultural difference teaching groups differently gender 6. RICHLY ADAPTIVE AND INTEGRATED CONCEPT OF THEMSELVES AND OTHERS adapt to both individual and environment high eventual expectations personal, academic link holistic view bridging 3. APPRECIATION OF ALL RELATIONSHIPS significance of relationship staff relationships teacher-parent relationships understand peer relations resources, environment, wider relationships 7. MORAL ASPECTS conceptions of morality moral, empathic link - an interactive process modelling morality 4. BREADTH AND DEPTH OF EMPATHY all children children who were easier to empathise with children who were more difficult to empathise with individual meeting needs difference

29. Current issues for you in teaching and learning • What has gone well, what are you pleased with? • What problems have you faced? • How can you resolve them ? • These are all issues you can discuss and relate to literature about teaching and learning in your diary

30. Example of a plan • See separate sheet

31. Synoptic Statement – the story of what you understand you have learned – analytical and critical – backed by evidence – practical and theoretical –linking learning from all modules, observations, and teaching and learning developments and how it will inform your future practice and development

32. Synthesise your own learning and the relationships of theory and practice and your reflections on them on the course in a reflective statement which explains where you began, your progress, your reflections on that progress and how your learning will impact on and feed back in to your future teaching and your own learning and development.

33. Extract from a statement If someone had asked me 10 years ago whether I would consider going into teaching I would have said no. Or at least I would not have considered it seriously. I slipped into it by accident, while researching for a PhD. About 6 years ago, one of my PhD supervisors happened to be very busy and wanted to attend a conference in Italy, so he asked me if I would cover a few tutorial sessions for him. All material was prepared. I would get paid on an hourly basis, and the rate was good. No, I could not go to Italy on his behalf. So I said yes! And the rest is history… In the context of this highly reflective piece of work it is fitting to look at my own career as a learner in higher education. Brookefield (1995) observed that one’s manner of teaching is, to a great extent, a direct response to how one was taught. We try to avoid producing the humiliations that were visited on us as learners, and try to replicate the things our own teachers did that affirmed or inspired us as learners. Who does not want to be inspired? Who does not want to inspire others?

34. Now the challenge!!!(everyone make the sound of horses hooves on the table)

35. Write a collaborative paperfor the Incubator Journal –or any other journal • “Delights and dangers in the teaching of law – perceptions of newcomers to the field” • A fine start to a writing career

36. We could submit it for a HEA conference • Or the ALT incubator journal • And you can all write more detailed, personal individual or group ones as well if you want….

37. WEB-CT/website Need student ID and password - help zone All documentation for whole course –plus activities we undertook Exemplar proforma Exemplar statement And ……..by the way…..…

38. Have a great year–so long and… !!! http://www.sunnycorner.com/movies/featured/som/music/solongsom.php